, 1887-05-12
ESSAY

On the kindergarten read by Mrs.
n. M. Barnard before the teachers
institute, Friday, May 8, 1887.
"The most delicate, the most diff
flcult and the most important part of
training of children" says Frederick
Fruebel, the founder of the kinder.
gartens, Consists in the develop
ment of their inner and higher life
of feeling and Of soul, from which
81 rings all that is highest and hottest
in the life of man and mankind"
In speaking of the kindergarten and
its relation to character building,
Mrs. Sarah B. Cooper, one of its
most earnest and most Jealous
workers, says: 1.-THE cultivation of
to secure the best conditions OF
growth and development is the
problem of the age. Every child owes
1t to God and the world to make the
most of himself, to cultivate every
gift and grace with which he is en-
dowed. What the world most needs
Is genuine character, and character
building in the kindergarten goes
forward In an atmosphere of happi-
ness and contentment."
1t has for its basis moral training.
1t proceeds from the principle that
right doing must be based upon
right feeling, and that the doctrine
inculcated by the ten command.
ments and the golden rule must be
wrought into the hearts OF the
young, at the very threshold of life,
not mere dOgmatic teaching which a
little child cannot understand, but
by helping him to lead a pure, good
life, which according to his powers
and capabilities he can and ought to
lead. eve learn through doing" is
the foundation principle of the kim
dergarten system and this was the
system Of the Divine Teacher who
said: 'If any man will do his will
he shall know of tho doctrine"
Childhood has three-fold nature,
the physical, the intellectual and the
moral. The kindergarten system
best develops this nature. 1t pro-
ceeds upon the principle that every
little child is child of nature, a
child of man and a child of God.
The kindergarten era embraces an
interval stretching for three or
four years between the nursery
| and the primary school. 1t
admits of more formal training and
discipline than the nursery and less
than is indispensable to the primary
school. Activity Is the great law Of
childhood. To keep children from
wrong doing you must keep them
| wisely occupied. The kindergarten
child is given something to do
which enlists his eager attention,
and awakens his latent ingenuity.
AT the same time he is entertained
and disciplined. Through the gifts
and occupations of the kindergarten
he acquires skillful use of his
hands, and a habit of accurate
measurement of the eye that will be
a life possession 10 him. The
system promotes healthy ac-
tivity Of mind and body, develops
the reasoning power, making the
child intelligent and self dependent,
promotes keenness of observation,
readiness of language, taste in de-
sign, unselfishness and awakens the
Imagination to the influence of the
good and beautiful. While the kim
dergarten teaches no special trade
Its preparatory training and practice
tend to make all technical processes
simple. To illustrate, hundreds OF
years ago a sturdy old fighting king
OF France, with the keen sagacity
which great soldiers always possess,
established free drawing schools
which have been maintained ever
since. AS early as 1S4S Paris had
6,O00 little children in infant schools,
and to-day there are in the Republic
of France 400, 900 in the schools; and
| lWhat has been the result of this wise
thought and care? To-day the
!, l,sit1 ,oh ora tho vnOst orfisfic raca In
world, and 1t has been said by an
oritative writer: "They are 81
n the finest artisans that the
3, Id pays them tribute in buying
r handiwork to the amount OF
900, 900 per annum, and this ar
g skill Is cultivated from earliest
itt.fti u6hOOd ~ Mr. Thoo u ;obao0v, fNv